eChapters

Several substrates, like proteins (enzymes), are very sensitive to alteration in the concentration of the solution they are placed in. Hence is the importance of a buffer which controls the chemical properties of the medium. Literally a “buffer” has the ability to resist changes in the hydrogen ion concentration. Although, buffers do contain other molecules, that might, in addition to the hydrogen ion concentration, influence the ionic strength, the activity of enzymes, and other parameters of the experiment.

In any biological experiment, appropriate buffer must be selected based on their effect on the experiment. Ideal buffers control pH and ionic strength without interacting adversely with the experiment undertaken. For example, although phosphate is a common buffer, it may not be suited when phosphate is a substrate or product of the reaction being studied. Also, some proteins interact poorly with some buffers. For example, Tris is not ideal as it exhibit high pKa and the large change in pKa when temperature changes, although it is cheap and most proteins are stable in Tris buffers, moreover it seldom reacts with reaction substrates hence, Tris buffer is commonly used in biochemical experiments.

Abstract

Real-time PCR, also known as qPCR, is a highly sensitive technique used to determine the real-time amplification of a target DNA sequence. However, the presence of secondary structures or spurious amplicons can distort the results. When using SYBR Green chemistry, the features of qPCR primers differ from those of standard endpoint PCR primers. As a result, designing primers for SYBR Green qPCR requires extra caution and attention. This chapter outlines the essential features and conditions for designing qPCR primers, including primer length, melting temperature, GC content, specificity, and avoiding primer-dimer formation.

Abstract

FASTA, which stands for “Fast All”, is a sequence alignment tool developed by William R. Pearson and David J. Lipman in 1985. It is commonly used to identify similarities between DNA and protein sequences. FASTA employs a “hashing” strategy to locate matches for short stretches of identical residues with a length of k, referred to as k-tuples or k-tups. This method enables FASTA to quickly search large databases for sequence similarities, making it a popular tool for identifying homologous sequences, predicting gene functions, and analyzing evolutionary relationships. This chapter elaborates some basics of FASTA.

“Curriculum” is seen often as a critical issue during discussions on quality of agricultural education, being considered variously as content, as product and as process. It is easy to make the assumption that a common understanding of curriculum, but in practice this is far from the case, with a host of definitions, approaches and ideological standpoints. Even though a dialogue on curriculum theory is well established, there is still a strong tendency in practice to understand curriculum as a list of content, often developed in considerable detail, that students should be taught.

Curriculum reorientation is necessary, when any one in use is no longer responsive to the needs, interests and unable to meet the demands of the farming community to which it is intended to serve. In any case a number of factors, such as those listed below, must be taken into consideration while reorientation:

There should be an analytical assessment of the existing agricultural extension curriculum in order to justify any proposed reorientation.

Learning needs of the farm university graduates and farmers should be reviewed from the point of view of both individual learner requirements and national development needs.

As stated before, a careful assessment of the existing curriculum is essential before any modification is undertaken and must take into account the country’s education policy, political, economic, demographic, cultural, social and technological environment. Problems of farmers to be solved, needs to be satisfied, and priorities to be identified and addressed and then only the recommendations made for action.

• Content approach

We can identify several different ‘traditional’ approaches to curriculum development. The most common approach until recently is the ‘content’ approach. This is where the curriculum is basically a list of knowledge – things that the agricultural graduating learners need to know. Usually this list is made by a curriculum development committee or group of experts identified at the national level.

Abstract

Molecular modeling is a computational technique used to simulate the three-dimensional interactions between atoms and molecules. It allows for the visualization, manipulation, and prediction of molecular structures and chemical reactions. In this chapter, we discuss the different types of molecular models used in computational chemistry, including ball-and-stick models, space-filling models, wireframe models, and ribbon models. Ball- and-stick models depict atoms as spheres and bonds as sticks. Molecular modeling has numerous applications in drug discovery, materials science, and other fields of research, making it a valuable tool for computational chemists and molecular biologists. Here, this chapter focuses on different types of molecular models.

To explain the main concepts and elements of a participatory curriculum development process

To present practical skills and knowledge leading to the effective design of teaching and learning

To build confidence of the learners in applying new methods and approaches to teaching and field extension work.

To demonstrate application of participatory approach in development of Extension curriculum

This Toolkit emphasizes an active learning approach, based on the process of experience, reflection and action. The key principle is that people do not learn simply by passive listening. They need to be involved from beginning of the training and designing of the program.

Real benefits are obtained when we use a participatory approach to curriculum development and reorientation. Primarily, the course contents we provide and the learning will become more effective. If students participate actively in the learning process, then they are more likely to learn and teaching is more likely to be effective. They will have more ownership in the teaching, because their needs will have been identified and hopefully they will also be involved in deciding how their needs can be met. This will increase their motivation, which will help them to learn more effectively.

Transfer 1.5 mL overnight culture to a 1.5 mL microfuge tube, centrifuge for 30 sec, and decant supernatant.

Resuspend cells in 400 µL TE by vortexing, add 50 µL 10% SDS, 50 µL proteinase K (20 mg/mL in TE). Incubate for 1 hour at 37^oC.

Shear DNA by 3-5 passages through a 26 G needle.
Extract twice with 500 µL phenol: chloroform (1:1), and twice with 500 µL chloroform. 
Precipitate nucleic acids by adding 25 µL 5 M NaCl and 1 mL 95% EtOH, vortex, and centrifuge for 10 min, decant supernatant. Dry pellet.

In the present system of curriculum changes, participation of all the stakeholders are not actively involved in developing curriculum over the years.

Abstract

Synthetic biology is a multidisciplinary field of study that seeks to understand living systems and organisms, and utilizes engineering principles to design and create new biological components, devices, and systems, as well as modify existing natural systems. This chapter provides an introduction to synthetic biology and describes the procedures and methodologies involved in the design and construction of novel biological systems. The applications of synthetic biology are vast and include the development of biosensors, gene circuits, metabolic pathways, and genetically modified organisms for use in a variety of industries, including healthcare, agriculture, energy, and environmental remediation.